Teaching Anthropology最新文献_第8页

Editorial: A Call To Share The Diversity Of Our Teaching Practices 社论:呼吁分享我们教学实践的多样性

Teaching Anthropology Pub Date : 2021-10-08 DOI: 10.22582/ta.v10i3.640

G. Weston, Natalie Djohari

引用次数: 0

Persuading Pre-Professionals to be Participant Observers: Reflections on Teaching Anthropology and Education to Professional Teacher Candidates 说服职前教师成为参与者观察者:关于人类学教学与专业教师候选人教育的思考

Teaching Anthropology Pub Date : 2021-10-06 DOI: 10.22582/ta.v10i3.612

G. McDonough

{"title":"Persuading Pre-Professionals to be Participant Observers: Reflections on Teaching Anthropology and Education to Professional Teacher Candidates","authors":"G. McDonough","doi":"10.22582/ta.v10i3.612","DOIUrl":"https://doi.org/10.22582/ta.v10i3.612","url":null,"abstract":"This paper explains how I design and teach an Anthropology and Education course within a professional teacher education program. After establishing how some teacher candidates might initially imagine that this course is irrelevant to their professional education, I argue that anthropological knowledge and being able to think anthropologically enables teacher candidates to become better teachers. Specifically, I argue that becoming a participant observer of one’s own and others’ practices provides an easily accessible crossover between an anthropological method and mindset, on the one hand, and teacher actions like instruction, observation, assessment, and reflective practice (Schön 1982), on the other. To support this claim, I describe how I teach teacher candidates concepts and theory from anthropology that are applicable to the study of education, and can be used to inform their work on a video ethnography of a classroom (Hester 2012) that I assign to develop their practice of professional participant observation. I then describe how I prepare teacher candidates to consider the context of that video, especially as it offers an encounter with ideological diversity within the teaching profession and schools. The conclusion explains how I encourage the candidates to continue using the participant observer concept to inform their professional work post-graduation.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128824379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Dog Bites and Gastrointestinal Disorders: Our Everyday Bodies in Teaching Anthropology and Fieldwork Preparation 狗咬伤和胃肠疾病:人类学教学和田野调查准备中的日常身体

Teaching Anthropology Pub Date : 2021-10-01 DOI: 10.22582/ta.v10i3.615

Miranda Sheild Johansson, Laura Montesi

{"title":"Dog Bites and Gastrointestinal Disorders: Our Everyday Bodies in Teaching Anthropology and Fieldwork Preparation","authors":"Miranda Sheild Johansson, Laura Montesi","doi":"10.22582/ta.v10i3.615","DOIUrl":"https://doi.org/10.22582/ta.v10i3.615","url":null,"abstract":"What are the physical experiences of fieldwork really like? This article invites anthropologists engaged in teaching to transform the way research methods are currently taught to include frank and thoughtful conversations on how bodies, in their mundane physicality, are implicated in fieldwork. While the (mindful) body that actively and purposefully engages with the reality under investigation has gained centrality in anthropological discussions about “being there”, the body that things happen to has been ignored or marginalised. We contend that an exploration of the body that falls ill, feels uncomfortable, or simply does not match with an idealised image of the skilled and productive fieldworker (often male and able-bodied) has practical, pedagogical, political, and analytical merits. By recounting some of our own private anecdotes of challenges encountered in fieldwork, we emphasise the centrality of our physical experiences to our ethnographic approach. Discussing the glamourless, bodily aspects of fieldwork is crucial to preparing ourselves and our students for fieldwork, to combating ableism in anthropology, and to downplaying anxiety over narrow standard goals of “good” fieldwork. We also argue that theoretical considerations of the messy and unpleasant physical experiences that fieldwork involves can bring further insight into how research is (un)done.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"153 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123459903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Digital Storytelling as Pedagogy in Linguistic Anthropology 语言人类学中的数字叙事教学法

Teaching Anthropology Pub Date : 2021-09-29 DOI: 10.22582/ta.v11i3.629

Jessica Chandras

引用次数: 2

Is a Foundation Year Programme to an A-Level as a 7-UP is to a Sprite: Exploring an Attempt to Diversify an English University 预科课程之于a - level，就像七喜课程之于雪碧:探索英国大学多元化的尝试

Teaching Anthropology Pub Date : 2021-08-03 DOI: 10.22582/ta.v10i1.585

C. Anyadike-Danes

引用次数: 0

Admitting otherwise: Diversity work, contextuality and the future of anthropology 承认其他:多样性工作，情境性和人类学的未来

Teaching Anthropology Pub Date : 2021-08-03 DOI: 10.22582/ta.v10i1.584

D. Mills

{"title":"Admitting otherwise: Diversity work, contextuality and the future of anthropology","authors":"D. Mills","doi":"10.22582/ta.v10i1.584","DOIUrl":"https://doi.org/10.22582/ta.v10i1.584","url":null,"abstract":"The difficult work of decolonizing UK anthropology teaches us important lessons about our field. Rethinking the curriculum may be the easy part. Making university admissions fairer is a harder task. The biggest challenge of all is transforming the institutional cultures and demographic profile of anthropology’s students and faculty. The Covid-19 pandemic showed that rapid change is possible: its aftermath is an opportunity for more radical rethinking of this diversity work in anthropology. \u0000Many UK universities currently use ‘contextual’ information about undergraduate applicants to make admissions ‘fairer’. Would a more self-reflective understanding of ‘contextuality’ include the institutional contexts of universities themselves? Most social anthropology departments are found in ‘Russell group’ and ‘Sutton-30’ universities. Their student populations are more likely to be able-bodied, white, female and middle class than those in other universities: these students have a disproportionate opportunity to access PhD research funding. The growth in postgraduate education also exacerbates these differences. This paper combines institutional history and student data to reconceputalise and broaden debates around ‘contextual admissions’. Acknowledging the institutional racism within UK universities, a more encompassing definition of ‘contextuality’ would allow a critical attention to the academic cultures that create barriers to widening participation, retention and progression to postgraduate study.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127873989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Moments: Diversity Work, Exhaustion, and the Remaking of Anthropology 瞬间:多样性、工作、疲惫与人类学的重塑

Teaching Anthropology Pub Date : 2021-08-03 DOI: 10.22582/ta.v10i1.594

Avery Delany

引用次数: 0

‘Miss, is anthropology about studying ants?’ An experience of university Widening Participation activities reflected upon by a teacher of the rural working-class “小姐，人类学是研究蚂蚁的吗?”一位农村工人阶级教师对大学“扩大参与”活动的体会

Teaching Anthropology Pub Date : 2021-08-03 DOI: 10.22582/ta.v10i1.593

Sally Dennehy

引用次数: 0

The Body Perfect: On Disability, Experience and the Aesthetics of Expertise. 完美的身体:论残疾、经验与专业知识的美学。

Teaching Anthropology Pub Date : 2021-08-03 DOI: 10.22582/ta.v10i1.591

J. Sauma

引用次数: 0

Enacting an Indigenist Anthropology: Diversity and Decolonising the Discipline 制定一个本土人类学:多样性和非殖民化的学科

Teaching Anthropology Pub Date : 2021-08-03 DOI: 10.22582/ta.v10i1.583

S. Bourke

{"title":"Enacting an Indigenist Anthropology: Diversity and Decolonising the Discipline","authors":"S. Bourke","doi":"10.22582/ta.v10i1.583","DOIUrl":"https://doi.org/10.22582/ta.v10i1.583","url":null,"abstract":"My doctoral thesis focused on a national epidemiological survey of Aboriginal and Torres Strait Islander wellbeing in Australia. I occupied many roles during my study and fieldwork and adapted the practice of my anthropology to fulfil both the goals of my research and my socio-cultural responsibilities as an Aboriginal Australian. Being able to conceptualise one’s diversity and being reflexive in anthropological practice is necessary for researchers undertaking decolonising research in particular. The necessity of this process is not often taught at an institutional level, reflecting (and perpetuating) the lack of diversity within the Academy and the enduring power imbalances between researchers and the Indigenous communities with whom they conduct research. This paper is organised around four principles which are characteristics of a decolonising research model from an Indigenous standpoint — Resistance, Reflexivity, Relationality, and Respect. Through these principles I describe how I enacted an ‘Indigenist anthropology’ which enabled me to be diverse and work towards decolonising the discipline from within the Academy. What this paper highlights is the need for research for, with, and by Indigenous academics, and the need for allies in the Academy who recognise the importance of decolonisation and diversity within anthropology.","PeriodicalId":407748,"journal":{"name":"Teaching Anthropology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131334079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3